Alissa Jeffries Memorial Award
Strategic Plan for Improving Achievement
Students With Disabilities
Russell Middle School
2004-2005
Achieving Adequate Yearly Progress in an Inclusive Learning Model
The principle and practice of considering general education as the placement of first choice in the
least restrictive environment/ most learning-rich environment for all learners
Framework for Inclusion
Special Education is a Service – Not a Place
|
LOOPING
Goal: Continuity of Educational
Services
·
Resource educators
loop with students through 6th,
7th, & 8th grades.
·
Resource educators
learn, from first-hand experience, over time, what “works”
in improving achievement for individual students.
Everyone benefits from an ongoing relationship between Learning
Resource team and student & family.
·
Resource educators
tailor strategies to students’ needs, promoting continuous improvement in
achievement from year-to-year.
|
SPIRALING
Goal: Support Services Travel with
Students
·
Educators bring
supplemental supports and services into the classroom, delivering
instructional services as close to the student as possible within the
rich, heterogeneous environment of the regular ed classroom.
·
For example, in a
Language Arts class, students and resource teacher participate in the
writing lesson in collaboration with the regular education teacher.
Special needs students complete the writing assignment with
additional support or modification provided as needed to achieve
proficiency. |
Targeted
Learning Interventions
Goal:
Intensive Daily Instructional Interventions in Reading & Math
·
Research-based learning
interventions targeted at students’ proximal zone of development delivered
daily in Reading & Math.
·
Students are grouped by
performance level (multi-age groups) with direct instruction provided by a
resource educator.
·
Students participate in
SuccessMaker Math and
research-based reading program for 1
class period each per school day.
